Big Ideas
Big Ideas
Viewing with intent helps us express and understand a message.
Non-verbal cues
non-manual signals, including facial expressions, pausing and timing, shoulder shifting, mouth morphemes, eye gaze
help us construct and understand meaning in language.
Reciprocal
involving back-and-forth participation
communication is possible using mime and gestures actions or motions that represent an idea or activity
to clarify meaning.
Stories
Stories are a narrative form of text that can be written or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Learning about ASL language and Deaf communities helps us to develop cultural awareness of the D/deaf
“D/deaf” refers to both “Deaf” people who identify with the Deaf culture and “deaf” people who do not. It is often used as a shortcut to describe both groups, who are similar but not exactly the same when it comes to communication.
experience.
Content
Learning Standards
Content
ASL as a natural language
a language that has evolved naturally through use and repetition; a complete language on its own
basic classifiers
- handshapes that are typically used to show different “classes” of things, sizes, shapes, and movement
- basic classifiers: CL:1, CL:B, CL:3, CL:L (modified)
non-manual signals
Non-manual signals (NMS) are parts of a sign that are not signed on the hands (e.g., ASL adverbs made by eyes and eyebrows; ASL adjectives made using the mouth, tongue, and lips). For this level, non-manual signals include but are not limited to:
- facial expression matching the meaning and content of what is signed (e.g., mad, angry, very angry)
- conveying “tone of voice” while signing
- mouth morpheme: “cha” (big), “fish” (finish)
- head nod/shake
- WH-face (e.g., eyebrows down for a WH question, shoulders up, head tilted slightly)
- shoulder shift/contrastive structure/spatial organization
number story 1-5
introduction protocols
common, high-frequency signs and basic ASL structure, including:
- topic and time, using shoulder shift, hand list format, and the sign “which” to indicate choice
- conveying a positive or negative emotion
- signs for “quiet” or “loud” (intended for individuals or large audiences – “whispered” or “shouted”)
- making a statement or asking a question
- information about self and othersincluding hobbies and topics of interest, likes, dislikes, and preferences
- questions
- common emotions and physical states
- descriptionsof family, pets, friends, or community members; objects in the classroom, in their backpack, desk, locker, homeof people and objects
- likes and dislikes
cultural aspects
e.g., creative handshape play as an integral part of the language and culture of the Deaf community; ASL as a natural language; ASL as a non-written language
of and information about Deaf and other diverse communities
First Peoples perspectives connecting language and culture, including histories
e.g., conversations with an Elder about local celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between style
the addition of non-manual signals (e.g., facial expressions, gestures and body language that show varying degrees of emotion or intensity), speed, size
and gestures, position of a sign, common facial expressions, and meaning
Recognize the relationships
e.g., mother/father, dry/summer
between common handshapes and location of signs, and their role in making different meanings
Identify key information in signed phrases
Comprehend
identify key information
high-frequency vocabulary, simple stories, and simple creative works represent the experience of the people from whose culture they are drawn (e.g., number stories, deaf mime, songs, poetry)
Use language-learning strategies
e.g., context, prior knowledge, interpretation of gestures, facial expressions, compound signs (e.g., breakfast = [eat + morning], parents = [mother + father], agree = [think + same]), iconic signs that look like the intended meaning (e.g., eat, drink, sit, stand, sleep, book, door)
Create simple number stories
Number stories use number signs in sequence to express a short story, and can consist of a descriptive sentence or sequence of events.
Respond to simple questions, commands, and instructions
Exchange ideas and information in complete ASL sentences
There is no written form of an ASL sentence.
Develop proficiency in finger spelling
Seek clarification of meaning
- Again, please.
- How do you sign…?
- I don’t understand.
- Slow down, please.
Share information using the presentation format
e.g., digital, visual; aids such as charts, graphics, illustrations, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Demonstrate awareness of Deaf communities
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge, other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline specific, cultural, embodied, intuitive
, and local cultural knowledge